dpg dissertation defense_06-26-13

Dennis GarlandMajor Professor: Lisa Dieker, Ph.D.

University of Central FloridaSummer Term 2013

Virtual Coaching of Novice Science Educators to Support Students with Emotional

and Behavioral Disorders

Virtual Coaching of Three-Term Contingency Trials to Novice Teachers in Inclusive Science Classrooms

Problem Background IV/Input DV/ Outcomes

Novice teachers lack classroom management skills necessary to support the inclusion of students with EBD in science classrooms.

Literature Literature

“Inadequacy and unpreparedness” (Katz, 1972, p. 51)

Reluctant to include students with EBD (Mastropieri & Scruggs, 2001)

Unable to meet the needsof general education students(Jolivette, Stichter, & McKormick, 2001)

Fail to use practices associated with best outcomes for students with EBD (Simpson, Peterson, & Smith, 2011)

Fail to adapt instruction to the needs of their students(Baker & Zigmond, 1995)

Bug-in-the-Ear Technology

Increase geographic area from which supervision of novice teachers takes place (Scheeler, McKinnon, & Stout, 2012).

Provide opportunity for immediate feedback (Rock et al., 2009).

Enable novice teachers to learn discreetly while teaching (Scheeler et al., 2012).

Engaging contentfor students with EBD (Scruggs & Mastropieri, 2007)

Improve postsecondary

outcomes (Gillies, 2008)

< 56% spend 40% or more of their day in a general education classroom (USDOE, 2011)

Receive 0.02- 0.16 opportunities torespond per minute from their teachers (Sutherland & Wehby, 2001)

Fed.

EHCA

REI

Honigv. Doe

IDEA/ESEA

ACA

Novice teachers lack classroom management skills necessary to support the inclusion of students with EBD in science classrooms.

Student

SES

Socio-Emotional

Behavioral

Dropout

Jail

School

PBIS

Low rates of

inclusionfor

studentswithEBD.

Teacher

Low rate ofOTR.

Lowuse ofpraise.

Using EBPwith lowfidelity.

Virtual Coaching of Three-Term Contingency Trials to Novice Teachers in Inclusive Science Classrooms

Problem Background IV/Input DV/ Outcomes

Research

Multiple Baseline Across Participants

Tau-U Analysis of Nonoverlap and Trend

Social Validity Survey

Coachingcompletionof TTCtrials.

BIE

Fed.

EHCA

REI

Honigv. Doe

IDEA/ESEA

ACA

Novice teachers lack classroom management skills necessary to support the inclusion of students with EBD in science classrooms.

Student

SES

Socio-Emotional

Behavioral

Dropout

Jail

School

PBIS

Low rates of

inclusionfor

studentswithEBD.

Teacher

Low rate ofOTR.

Lowuse ofpraise.

Using EBPwith lowfidelity.

NoviceScienceTeachers

Studentswith EBD

Virtual Coaching of Three-Term Contingency Trials to Novice Teachers in Inclusive Science Classrooms

Problem Background IV/Input DV/ Outcomes

Name Grade Years Teaching

Previous Career

Age Ethnicity Total Class

Enrollment

Behavior Management

ExperienceEliza 7 2.5 Early

Childhood Teacher

29 Caucasian 23 None

Katherine 9 .5 AthleticTrainer

24 Caucasian 24 None

Tom 6 .5 Biologist 24 AfricanAmerican

23 None

The Teachers

The Students

Materials

Materials

Coachingcompletionof TTCtrials.

BIE

Fed.

EHCA

REI

Honigv. Doe

IDEA/ESEA

ACA

Teachers

Increased OTR.

Increasedfeedback.

Mastery andmaintenanceof EBP.

Novice teachers lack classroom management skills necessary to support the inclusion of students with EBD in science classrooms.

Student

SES

Socio-Emotional

Behavioral

Dropout

Jail

School

PBIS

Low rates of

inclusionfor

studentswithEBD.

Teacher

Low rate ofOTR.

Lowuse ofpraise.

Using EBPwith lowfidelity.

NoviceScienceTeachers

Studentswith EBD

Students

Increased correct

responses.

Reduced maladaptive behaviors.

Virtual Coaching of Three-Term Contingency Trials to Novice Teachers in Inclusive Science Classrooms

Problem Background IV/Input DV/ Outcomes

Research Question One

Will the intervention of providing immediate feedback delivered to novice science teachers via BIE affect the percentage of completed TTC trials?

Teacher Phase Ratio

BL 0.2:1

Eliza IV 4.1:1

M 5.7:1

BL 0.2:1

Katherine IV 7.5:1

M 9.9:1

BL 0.1:1

Tom IV 4.5:1

M 7.4:1

Ratios of Teachers’ Use ofPraise to Error Correction

Research Question Two

Will the intervention of providing immediate feedback delivered to novice science teachers via BIE affect the rate of correct student answers?

Teacher Baseline Intervention Maintenance

Eliza 1 (0.27-1.53)

2.01 (1.40-2.46)

1.93 (1.20-2.40)

5 Sessions 10 Sessions 5 Sessions

Katherine 1.37 (0.60-2.00)

2.02 (1.07-2.67)

1.89 (1.07- 2.40)

5 Sessions 10 Sessions 5 Sessions

Tom 1.01 (0.60-1.53)

1.74(1.07-2.73)

1.88(1.33-2.60)

5 Sessions 10 Sessions 5 Sessions

Average across

Participants

1.23 (0.27-2.00)

22 Sessions

1.92 (1.07- 2.73)30 Sessions

1.90 (1.07- 2.60)15 Sessions

Mean Rate Per Minute of Correct Student Responses across Teachers and Conditions

Will the teachers maintain their newly learned behaviors when the intervention is removed?

Research Question Three

From the Science Teachers

“I have seen a HUGE improvement in behavior from my students.”- Eliza

“My students responded better when I was given cues.”- Katherine

“I did find that they responded better when they got praised for following directions and when I was more positive with them.”- Tom

Validity and Reliability

Criterion Validity:Treatment Integrity Checks

30% of all sessions to at least 90% agreement

Content Validity:Inter-Observer Agreement30% of all sessions to at

least 90% agreementInstrumentation:

Data CollectionFidelity of TreatmentBL and IV protocols

Social Validity allValidated by expert in

TTC trials

Limitations

ProceduralSelection/

Purposive SamplingMaturation/Prolonged BaselinesDirect Observational RecordingTimeVoluntary Response on Social Validity Instrument

ParticipantNo Knowledge of IEPsHistoryHawthorne EffectTechnology Proficiency

Coachingcompletionof TTCtrials.

BIE

Fed.

EHCA

REI

Honigv. Doe

IDEA/ESEA

ACA

Teachers

Increased OTR.

Increasedfeedback.

Mastery andmaintenanceof EBP.

Novice teachers lack classroom management skills necessary to support the inclusion of students with EBD in science classrooms.

Student

SES

Socio-Emotional

Behavioral

Dropout

Jail

School

PBIS

Low rates of

inclusionfor

studentswithEBD.

Teacher

Low rate ofOTR.

Lowuse ofpraise.

Using EBPwith lowfidelity.

NoviceScienceTeachers

Studentswith EBD

Students

Increased correct

responses.

Reduced maladaptive behaviors.

Virtual Coaching of Three-Term Contingency Trials to Novice Teachers in Inclusive Science Classrooms

Problem Background IV/Input DV/ Outcomes

Employment of sound methods and innovative

technologies.

Implementation of evidence-based practices among

novice teachers.

Extension of extant research to inclusive science classrooms.

Considerations

Virtual coaching during laboratory activities

Schools with similar demographics

Prepare mentor teachers to use BIE

Virtual coaching of helpful teaching behaviors

Thank you for helping me

to bring this to life!